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ARTICLE |

Changing Physician Performance: Title and subTitle BreakA Systematic Review of the Effect of Continuing Medical Education Strategies FREE

David A. Davis, MD; Mary Ann Thomson, BHSc; Andrew D. Oxman, MD; R. Brian Haynes, MD, PhD
[+] Author Affiliations

Corresponding author: Office of Continuing Education, Faculty of Medicine, University of Toronto, 150 College St, Toronto, Ontario, Canada M5S 1A8 (Dr Davis).


JAMA. 1995;274(9):700-705. doi:10.1001/jama.1995.03530090032018
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Published online

Objective.  —To review the literature relating to the effectiveness of education strategies designed to change physician performance and health care outcomes.

Data Sources.  —We searched MEDLINE, ERIC, NTIS, the Research and Development Resource Base in Continuing Medical Education, and other relevant data sources from 1975 to 1994, using continuing medical education (CME) and related terms as keywords. We manually searched journals and the bibliographies of other review articles and called on the opinions of recognized experts.

Study Selection.  —We reviewed studies that met the following criteria: randomized controlled trials of education strategies or interventions that objectively assessed physician performance and/or health care outcomes. These intervention strategies included (alone and in combination) educational materials, formal CME activities, outreach visits such as academic detailing, opinion leaders, patient-mediated strategies, audit with feedback, and reminders. Studies were selected only if more than 50% of the subjects were either practicing physicians or medical residents.

Data Extraction.  —We extracted the specialty of the physicians targeted by the interventions and the clinical domain and setting of the trial. We also determined the details of the educational intervention, the extent to which needs or barriers to change had been ascertained prior to the intervention, and the main outcome measure(s).

Data Synthesis.  —We found 99 trials, containing 160 interventions, that met our criteria. Almost two thirds of the interventions (101 of 160) displayed an improvement in at least one major outcome measure: 70% demonstrated a change in physician performance, and 48% of interventions aimed at health care outcomes produced a positive change. Effective change strategies included reminders, patient-mediated interventions, outreach visits, opinion leaders, and multifaceted activities. Audit with feedback and educational materials were less effective, and formal CME conferences or activities, without enabling or practice-reinforcing strategies, had relatively little impact.

Conclusion.  —Widely used CME delivery methods such as conferences have little direct impact on improving professional practice. More effective methods such as systematic practice-based interventions and outreach visits are seldom used by CME providers.(JAMA. 1995;274:700-705)

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Country-Specific Mortality and Growth Failure in Infancy and Yound Children and Association With Material Stature

Use interactive graphics and maps to view and sort country-specific infant and early dhildhood mortality and growth failure data and their association with maternal

References 17, 19, 35, 71, 74, 84, 86, 110, 111.
References 14,20,27,31,37,41,56,57,80,85,89, 91, 93-96, 105, 106, 108, 112.
References 17, 22,26,29,34,52,63-66,71,75, 78, 79, 86, 87, 98-102, 104.
References 19, 31, 42, 46, 58, 59, 70, 72, 85, 99.
References 19, 38, 41, 80, 85, 92, 97, 111, 112.
References 27,30,33,37,39, 41,48,55,57,58,65, 68, 70, 83, 84, 89, 96, 102, 106, 110.
References 19, 33, 38, 40, 44, 47, 60, 76, 82, 97, 105, 107.
References 14, 18, 20, 26, 28, 33, 39, 44, 53, 56, 60-62, 69, 73, 77, 81, 91, 103, 109.
References 21, 26, 29, 34, 39, 48, 52, 59, 66, 68, 69, 73, 75, 87, 98, 99, 102, 104, 110.
References 19, 20, 28, 31, 37, 41, 56-58, 77, 85,100, 101.
References 15, 16, 22, 42, 46, 62, 70, 84, 91, 92.
Amara R, Morrison JI, Schmid G. Looking Ahead at American Health Care . Institute for the Future, Healthcare Information Center, Washington, DC: McGraw-Hill International Book Co; 1988;.
Association of American Medical Colleges.  Roles for medical education in health care reform. Acad Med . 1994;;69:512-515.
Pories WJ, Smout JC, Morris A, Lewkow VE.  US health care reform: will it change postgraduate surgical education? World J Surg . 1994;;18:745-752.
Haynes RB, Davis DA, McKibbon A, Tugwell P.  A critical appraisal of the efficacy of continuing medical education. JAMA . 1984;;251:61-64.
Davis DA, Thomson MA, Oxman AD, Haynes RB.  Evidence for the effectiveness of CME: a review of 50 randomized controlled trials. JAMA . 1992;;268:1111-1117.
Lau J, Antman EM, Jimenez-Silva J, Kupelnick B, Mosteller F, Chalmers TC.  Cumulative meta-analysis of therapeutic trials for myocardial infarction. N Engl J Med . 1992;;327:248-254.
Jay SJ, Anderson JG.  Continuing medical education and public policy in an era of health care reform. J Contin Educ Health Profess . 1993;;13:195-209.
Oxman AD, Thomson MA, Haynes RB, Davis DA.  No magic bullets: a systematic review of 102 trials of interventions to help health care professionals deliver services more effectively and efficiently. Can Med Assoc J . In press.
Bertram DA, Brooks-Bertram PA.  The evaluation of continuing medical education: a literature review. Health Educ Monogr . 1977;;5:330-362.
Beaudry JS.  The effectiveness of continuing medical education: a quantitative synthesis. J Contin Educ Health Profess . 1989;;9:285-307.
McLaughlin PJ, Donaldson JF.  Evaluation of continuing medical education programs: a selected literature, 1984-1988. J Contin Educ Health Profess . 1991;;11:65-84.
Cochrane Collaboration. Optimal MEDLINE Search Strategy for Identifying Randomized Clinical Trials (RCTs): Cochrane Collaboration Handbook . Oxford, England: UK Cochrane Centre; 1994;: 29.
Davis DA, Fox RD, eds. The Physician as Learner: Linking Research to Practice . Chicago, Ill: American Medical Association Press; 1994;:xiii.
Anderson FA Jr, Wheeler HB, Goldberg RJ, Hosmer DW, Forcier A, Patwardhan NA.  Changing clinical practice: prospective study of the impact of continuing medical education and quality assurance programs on use of prophylaxis for venous thromboembolism. Arch Intern Med . 1994;; 154:669-677.
Avorn J, Soumerai SB.  Improving drug-therapy decisions through educational outreach: a randomized controlled trial of academically based 'detailing.' N Engl J Med . 1983;;308:1457-1463.
Avorn J, Soumerai SB, Everitt DE, et al.  A randomized trial of a program to reduce the use of psychoactive drugs in nursing homes. N Engl J Med . 1992;;327:168-173.
Barnett GO.  A computer based monitoring system for follow-up of elevated blood pressure. Med Care . 1983;;21:400-409.
Bass MJ, McWhinney IR, Donner A.  Do family physicians need medical assistants to detect and manage hypertension? Can Med Assoc J . 1986;;134: 1247-1255.
Berwick DM, Coltin KL.  Feedback reduces test use in a health maintenance organization. JAMA . 1986;;255:1450-1454.
Billi JE, Hejna GF, Wolf FM, Shapiro LR, Stross JK.  The effects of a cost-education program on hospital charges. J Gen Intern Med . 1987;;2:306-311.
Brimberry R.  Vaccination of high-risk patients for influenza: a comparison of telephone and mail reminder methods. J Fam Pract . 1988;;26:397-400.
Britton ML, Lurvey PL.  Impact of medication profile review on prescribing in a general medicine clinic. Am J Public Health . 1991;;48:265-270.
Browner WS, Baron RB, Solkowitz S, Adler LJ, Gullion DS.  Physician management of hypercholesterolemia: a randomized trial of continuing medical education. West J Med . 1994;;161:572-578.
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To understand the clinical management of acute heart failure syndromes.
Accreditation Information The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
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For CME Course: A Proposed Model for Initial Assessment and Management of Acute Heart Failure Syndromes
Indicate what changes(s) you will implement in your practice, if any, based on this CME course.
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